Carol Ann Duffys Mean Time

Carol Ann Duffy's Average Time Carol Ann Duffy's poetry Average Time is another way to lose love, change time and lose life itself. This poem is very personal and autobiographical for Duffy's life. It is almost the same as her poetry. Average time is based on mourning your lost love and when you awake one day you realize that it's not just time passed, regret seems meaningless but time also I steal my life It is your mourning regret. This contemporary Victorian poetry can also be compared with the Shakespearean sonnet and another contemporary Carroll Andhafi poem. Ann Hathaway plays a loving wife and an adventurous woman at Anne Hathaway's poet Anne Hathaway. Duffy 's way of demonstrating this is by her choosing the type of structure used in that poem. She became a rhyming crowd that could be thought of as resembling Shakespeare's Sonnet style, using a modified sonnet. After all, this couple almost imitates the style used in Shakespeare's sonnet. Because they always use rhyming coupl ets and end up with dramatic rhyming tuplets. Anne Hathaway was a wife of Shakespeare, so this sonnet style was being considered in her poem. Finally, using this rhyming phrase highlights the focus of her and his beloved poetry. Compare Carol Ann Duffy 's Valentine' s Day and Andrew Marvell with this mission 's niece and compare Carol Ann Duffy' s Lovers with Andrew Marvell 's To Coy Mistress. Valentine's Day written in this poem is the 20th century and speakers use onion as a metaphor for expressing her love. The poetry of giving his niece in the 17th century tells the poet that he is trying to persuade his lover to sleep with him. - The poetry of Andrew Marvel and John Donne is the era of beautiful poetry. In particular, the two poets, Andrew Marvell and John Donne, wrote a poem by Carpediem full of vivid images and metaphysical meditation. Everyone tells the message live for the present. This information can be clearly seen in Marvell and Donne's flea poem To the coy Mistress. Th rough clever metaphor and tools these poems are not only symbolic but also have physical features.

Concept Analysis Research Paper Example | Topics and Well Written Essays - 1500 words

Concept Analysis - Research Paper Example These instructions provide patients with critical information on how to manage themselves in terms of medication, diet and which symptoms should prompt the patient to return back (Lee & Bokovoy, 2005). Issuing of discharge instructions to patients is a key requirement of health care facilities by the health accreditation institutions such as the Joint Commission on Accreditation of Healthcare Organizations-JCAHO (JCAHO, 2007). Despite holding to this requirement, it is widely reported that patients fail to comprehend or remember the discharge instructions. This is contributed by both parties: practitioners failing to elaborate clearly the instructions and patients failing to follow the instructions. This paper is a concept of comprehension that focuses on discharge instructions and how patient’s comprehension of these instructions affects their outcome. Concept of Comprehension on Discharge Instructions Discharge instructions refer to instructions given to patients upon discha rge from hospital. These instructions detail diagnostic information and measures to be taken. As noted by Forster et al. (2004) close to a quarter of patients discharged experienced adverse cases in a span of one month. These events were medication errors, orders/prescriptions filling, confusing discharge instructions, neglect of following unresolved cases and infections. Some of these effects were preventable whereas others called for further treatment probably half of the effects. Moreover, Forster et al asserted that a third of the events were linked with disability (Forster et al., 2004). According to Zavala et al. (2011) 78 percent of discharged patients from emergency department failed to fully comprehend the discharge instructions. However, 20 percent acknowledged they did not understand the discharge instructions. This was achieved from a study conducted in a healthcare facility in Virginia, Reston Hospital Center. This study focused to reach the discharged patients from the facility in order to get their understanding of discharge instructions and its effect. A fifth of the patients interviewed did not understand the discharge instructions based on the medicine described. Additional 9 patients reported worsened and continued symptoms where they were reminded to follow up treatment. A few patients reported their discomfort about the discharge instructions and some did not receive the discharge instructions (Zavala et al., 2011). Understanding as well as memorizing discharge instructions is very challenging. This is associated with several aspects such as discomfort and literacy levels. Relative to discomfort, patients and their surrogates are filled with various discomforts emotionally and physically. More specifically, patients and their surrogates are filled with excitement of leaving hospital. This carries away their attention and thus they are less concerned about the discharge instructions. Additionally, the busy hospital environment during discha rge also causes discomfort to the patient/patient surrogates and distracts their attention to discharge instruction. In such a situation, the busy physicians assume patients understand the instructions and to further complement this health brochures are given. Majority of patients obtain and understand little of these information from the health brochures. This creates great disparity between the reading and literacy level

Meeting the Needs of Diverse Learners Research Paper

Meeting the Needs of Diverse Learners - Research Paper Example Throughout the discussion, I will integrate conceptual frameworks and relevant research to justify the strategies I have chosen. Thematic Unit: Ecosystem The thematic unit is designed to involve multiple subject areas and engage a number of teachers in instruction. Taking the form of an interdisciplinary project, the task is accommodates for different types of learning styles. This approach takes off from the tradition of â€Å"multiple intelligences† introduced by Howard Gardner. For every student to succeed, the teacher must provide different window of opportunity acknowledging the fact that different students learn in different ways (Conklin, 2006). The main objective of the unit is to create a model ecosystem which uses different principles in the physical sciences and mathematics. Different subject areas have their own respective objectives and this can be reflected in the activities that I will outline below. Day 1 – Planning. On the first day of the project, the students are divided into different groups, and asked to plan on different dimensions of creating an ecosystem. At the beginning, the class discuss their vision of the ecosystem, and then identify the different groups needed to achieve the vision. Then, they break down into groups based on their interests. They are informed that groupings may change throughout the whole term for them to experience different roles. Groups may include purchasing, â€Å"Flexible grouping is an important strategy for meeting diversity and for developing talent, particularly in elementary schools† (Arrends, 2004, p. 62). This stage also serves as a pre-assessment to identify the intelligences of particular students and the ones that need more support. Days 2-3 – Background Knowledge. On the second day, the teachers take turns in discussing the concepts behind an ecosystem. Students are given different materials including literature and videos to understand the concept behind an ecosystem an d its importance. The last day highlights the threats that ecosystems globally are faced with. During the discussion, students are invited to share the conditions in their respective communities. â€Å"The heart of working with cultural diversity is the teacher’s ability to connect the world his or her students and their cultures to the world of the school and the classroom† (Arrends, 2004, p. 71, emphasis on original). One of the major activities in these two days is for students to debate on an issue: â€Å"Can man create ecosystems or do ecosystems create men? For each stand, what are the implications of diminishing ecosystems?† On day 2, the students are given the half of the day to do research in the library or online to prepare for the debate on the following day. These two days involve teachers in Science, Math, English, Literature and Social Studies. A combination of cooperative learning, individual study and differentiated instructions are given. Ruther ford (2010) reiterates the utility of these tools to facilitate scaffolding. Days 3-4 – Project Making. Throughout the week, the students have been involved in both knowledge and practical skills. They have participated in planning and gathering the necessary materials and knowledge to create the project that is expected of them. Teachers have been continuously intervening and drawing on the students’ competencies. At these final stages, it is important that all students gain a sense of

2. If God exists, is murder immoral Can those who do not believe in Essay

2. If God exists, is murder immoral Can those who do not believe in God be highly moral people Can people who practice different religions agree about how to resolve a moral disagreement - Essay Example In particular, assuming that â€Å"the highest perfection of any thinking being lies in careful and constant pursuit of true happiness,† Leibniz recognized God as the guarantor of harmony throughout the world (XXI, 51). In fact, his work provides an opportunity to see that great thinkers retained contacts with religion, which was also reflected in their ideas about the moral and ethical aspects of human life. For this reason, it is of great interest to explore the question of whether belief in the existence of God is the only argument in favor of the idea of ​​the immorality of murder. In other words, the question is whether people who deny the existence of God and who are called atheists can be highly moral people. In addition, it makes sense to consider whether people who practice different religions are able to agree about how to resolve a moral disagreement. This paper is based on the idea that belief in the existence of God is not the only argument in favor of the idea of ​​the immorality of murder and other moral principles. Moreover, the paper argues the idea according to which people of different religions can come to a moral agreement based on the general moral principles that despite the differences are present in almost all religions. In order to answer the first question, it is necessary to analyze the phenomenon of morality. Morality is a set of universal principles that govern human life, distinguishing between good and bad deeds. Thus being a set of universal principles morality differentiates between good and evil. The good manifests itself in acts that bring good (or benefit) for humans, in turn, the evil shows itself in actions and activities that bring physical or psychological pain and suffering to people. It makes sense to analyze the views of those who argue that the belief in the

Human Rights in the Workplace

Human Rights in the Workplace Konark Nanda The legal environment is critical to Canadian labour relations. Employment standards legislation mandates the minimum terms of employment such as minimum vacations, holidays and wages. These provide a floor for the negotiation of collective agreements. Any contract terms relating to issues covered by employment standards legislation must provide at least the minimum rights provided in the legislation. Human rights legislation prohibits discrimination and harassment and imposes a duty to accommodate. All jurisdictions have their own human rights legislation. This legislation and the Canadian Charter of Rights and Freedoms are the basis for the law relating to discrimination in each jurisdiction. Human rights legislation in each jurisdiction in Canada sets out prohibited grounds of discrimination. There are several prohibited grounds that apply to all jurisdictions in Canada, certain protections are not assured in every part of Canada. Discrimination based on age, marital status, physical or mental disability, and sexual orientation are found in federal and human rights laws throughout Canada; demographic factors such as family status, pardoned convictions, and gender identity do not fall within protected ground in several federal or provincial human rights code. Human rights are important in the relationships that exist between individuals and the government that has power over them. The government exercises power over its people. However, human rights mean that this power is limited. Provinces must look after the basic needs of the people and protect some of their freedoms. Ontarios Human Rights Code, the first in Canada, was enacted in 1962. The Code states that every person has a right to equal treatment with respect to employment without discrimination or harassment because of race, ancestry, place of origin, color, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, record of offences, marital status, family status or disability (Rights Commission, 2016). Discrimination happens in several ways. It can be direct, indirect, or systemic. Discrimination can also be things like reprisal, a poisoned environment, harassment, or racial profiling. Direct discrimination means discriminating against someone because you think they are different from you. It includes practices or behaviors that have a negative effect of a person or a group of people who belong to a ground listed under the Code. It doesnt matter that you didnt intend to treat them differently. What matters is whether your actions or what you said results in discrimination. Constructive discrimination refers to a neutral rule that has an adverse impact on an individual because of prohibited grounds of discrimination; it may be unintentional. Systemic discrimination may be part of a system, like how decisions are made, and the practices and policies, or the culture of the organization. For example, the head of the company likes golf, and only wants to promote managers who play golf. In human rights legislation, there is a duty to accommodate that requires measure to be adopted preventing people from being adversely affected by workplace requirements based on a prohibited ground of discrimination. Government Objectives in Labour Relations Government plays an important role in the regulation of labour relations process. Government has made bodies to oversee key processes such as union organizing, contract negotiations and the administration of the collective agreement. Government regulates the labour relations outcomes by overlooking agreements, strikes, and lockout. Government has to intervene in labour relations as they could affect the economy by causing inflationary pressure. To protect public interest and limit disruption of the public, governments can seek to avoid strikes and lockouts through labour legislation that places restriction on strikes and lockouts, assistance during negotiating in the form of conciliation and mediation and back to work legislation. Government regulates economy, control inflation and unemployment through monetary and fiscal policies. Government regulates market practices and results with minimum terms of employment and human rights legislations. Role of Unions in Labour Relations Unions are key actors in the labour relations system. The main objectives of unions are to improve the terms and conditions of work, protect arbitrary management action, providing conflict resolution and employee input and pursuing social and economic change. Unions try to achieve these objectives by organizing employees, contract negotiations, strikes and boycotts, grievances and arbitration, court / legal actions, political activities, union management collaborations and other unilateral actions. Role of Management In the private sector management has two main core objectives: the maximization of profit and maintaining control over the business. In the public and nonprofit sectors, employers seek to balance operating budgets, comply with government policy initiatives and meet the demands for the public services at reasonable costs. The management must achieve its objectives while taking care of its employees and not discriminating against them. The management has a duty to accommodate its employees till the time it does not cause them undue hardship. Possible measure to accommodate are allowing a period of absence from work, reduced hours, transfer to an alternate job, training to facilitate a move to another job. Certification Process in Ontario When the union applies to the board, the union must establish that it is a trade union as defined in the labour relations legislation, the application is timely, the group of employees specified in the application is an appropriate bargaining unit and the union has adequate support of employees in the proposed unit. In the beginning of the certification process Ontario government makes the union send out a notification of application to both the employer and any current union(s). Certification package is send out by union that is described in Ontario Labour Relations boards (OLRB) and this information is also available to other parties to prepare their responses to the application. Then the union makes its application to the ORLB, along with membership evidence gather in the organizing campaign that it considers appropriate for a collective bargaining unit. All the parties are then contacted by OLRB to ensure that the notification has occurred, the employer post a notice to the employees in the work place informing them that a vote will be held. All the unions and the employers representing the effected employees give feedback to the OLRB within two days of the application being filed. The information normally includes the actual number of employees in the bargaining unit proposed by the union and any alternating bargaining unit proposed, while listing this information employers must decide if its challenging the union application under section 8.1 of Ontario labor relation act 1995. Based on the information provided by the union, OLRB decides to sanction it if it appears the union has the support of at least 40% of the employees in the bargaining unit which is being proposed and if thats the case then a secret ballot vote is held in the work place within five days of filling the application, board has the power to change the time line if necessary. The voters whose eligibility to vote is in doubt and then they later become eligible, then their names are written on the envelope and dropped in ballot box. The OLRB holds a secret ballot vote. Anyone who is in the bargaining unit in the union that has applied for the certification can vote. If the majority (50% + 1) of workers who caste vote to unionize, the union is certified. On the off chance that the assentation cant be achieved, a hearing before the OLRB will be planned for four weeks after the vote. Its possible that the vote wont be numbered until after the board issues its choice. On the off chance that more than 50 percent of the votes are supportive of the union, the OLRB will grant certification. References Publishing, P. Why are Human Rights Important? Retrieved from http://www.pearsonpublishing.co.uk/education/samples/S_497198.pdf Rights Commission, O. H. (2016). Employment. Retrieved from http://www.ohrc.on.ca/en/social_areas/employment Suffield, L., Gannon, G. L. (n.d.). Labour relations

Economic Reasons for American Independence :: essays papers

Economic Reasons for American Independence The thirteen colonies that became the USA were originally colonies of Great Britain. By the time the American Revolution took place, the citizens of these colonies were beginning to get tired of the British rule. Rebellion and discontent were rampant. For those people who see the change in the American government and society a real Revolution, the Revolution is essentially an economic one. The main reason the colonies started rebelling against 'mother England' was the taxation issue. The colonies debated England's legal power to tax them and, furthermore, did not wish to be taxed without representation. This was one of the main causes of the Revolutionary War. Eleven years before America had declared it's independence there was 1,450,000 white and 400,000 Negro subjects of the crown. The colonies extended from the Atlantic to the Appalachian barrier (Brinton, 1965). The life in these thirteen colonies was primarily rural, the economy based on agriculture, most were descended from the English, and politics were only the concern of land owners. Throughout these prosperous colonies, only a small portion of the population were content with their lives as subjects of George III. Most found it hard to be continually enthusiastic for their King sitting on his thrown, thousands of miles away. Despite this there were few signs of the upcoming revolution. The occasional call for democracy and liberty were written off by loyalists. Among the upper class feelings of loyalty to the crown were strong and eloquently expressed. The attitudes of the common people mirrored their counterparts in England. They had a combination of indifference and obeisance. The first colonists had brought over both good and evil of their mother country in the seventeenth century. The good had been toughened and in several instances improved; much of the bad had faded away under the tough conditions of life. The American was a special brand of Englishman: he was more American than the English. In the beginning, the economic conditions were a cause in the advance of liberty, the wages in the colonies were generally higher and the working conditions were better than in England. The reason for this altogether joyous condition was a shortage of labor caused by the mass amount of land being settled. The people of the seaboard lost many of their community in the migration to the west. The immigrants brought with them ways of life that supported the colonies.

Cost Calculations – Managerial Accounting

Problem 1 Page 40 a- Cost of goods manufactured = Direct cost + Indirect cost = [Direct Cost of Material + Direct Cost of Labor] + [Indirect Cost of Material + Indirect Cost of Labor + Utilities Overhead] = Total Cost of Material + Total Cost of Labor + Utilities Overhead = 120,000 + 90,000 + 40,000 = $ 250,000 b- Total Cost of Operation = Cost of goods manufactured + Selling, General admin. and expenses. = 250,000 + 60,000 = $ 310,000 c- Prime Cost =Direct Material Cost + Direct Labor Cost 80,000 + 65,000 = $ 145,000 d- Conversion Cost = Direct Labor + Factory Overhead = Direct labor + [Indirect Material + Indirect Labor + Utilities Overhead] = 65,000 + 40,000 +25,000 + 40,000 = $ 170,000 e- Product Cost = Cost of goods manufactured = $ 250,000 f- Period Cost = Selling, general admin. and expenses = $ 60,000 g- Unit Cost = Total Cost of goods manufactured/Number of unit product = $ 250,000/10,000 = $ 25 per unit Problem 2 Page 40 a- Cost of goods manufactured Total Cost of goods put into production + [Difference between Beginning & Ending work-in-process] = [Total Direct Cost + Factory Overhead Cost] + [25,000-10,000] = [Direct Material Cost + Direct Labor Cost + Factory Overhead Cost] + 15,000 = [95,000+110,000+70,000]+15,000 = $ 290,000 b- Cost of goods sold = Cost of goods manufactured + [Difference between Beginning & Ending finished goods inventory] = 290,000 + [(30,000)] = $ 260,000 c- Net Income or Loss = Sales – Cost of goods manufactured – Selling , general admin. and expenses = 300,000 – 260,000 – 75,000 = ($ 35,000) ; Net LossExercise # 1 Page 43 Direct Material Cost = $ 8,000 Indirect Material Cost = $ 2,000 Direct Labor Cost = $ 3,500 Indirect Labor Cost = $ 1,500 Factory Overhead = $ 5,000 Selling Expenses = $ 7,500 General admin. Expenses = $ 8,500 a- Cost of goods manufactured = Total Direct Cost + Total Factory Overhead = Total Direct Cost + [Total Indirect Cost + Factory Overhead for heat, light and power] = 8,000 + 3,500 + 2,000 + 1,500 + 5,000 = $ 20,000 b- Total Cost of Operation = Cost of goods manufactured + Selling, general and admin. expenses = 20,000 + 7,500 + 8,500 = $ 36,000Exercise # 2 Page 43 Direct Material Cost = $ 25,000 Indirect Material Cost = $ 5,000 Direct Labor Cost = $ 30,000 Indirect Labor Cost = $ 4,500 Overhead [excluding indirect material & labor Costs] = $ 15,000 a- Prime Cost = Direct Cost = Direct Material Cost + Direct Labor Cost = 25,000 + 30,000 = $ 55,000 b- Conversion Cost = Direct Labor Cost + Total Overhead Cost = Direct Labor Cost + Indirect Material Cost + indirect Labor Cost + Overhead Cost [excluding indirect material & labor Costs] = 30,000 + 5,000 + 4,500 + 15,000 = $ 54,500 c- Product Cost = Cost of goods manufactured Total Direct Cost + Total Indirect Cost + Overhead Cost[excluding indirect material & labor Costs] = 55,000 + 9,500 + 15,000 = $ 79,500 Exercise # 5 Page 44 75,000 unit/year Beginning work –in- process = 0 Ending work –in- process = 0 Total Cost of goods manufactured = $ 300,000 Number of sold units = 59,000 Number of non sold units = 14,000 Number of loss = 2,000 Beginning finished goods inventory = 0 a- Expenses was for the year; Cost of each unit = $ 300,000/75,000= $ 4 per unit Expenses (Not sold units) = 14,000 * 4 = $ 56,000 b- Loss was incurred for the year; = 2,000 * 4 = $ 8,000 – Assets to be recorded as finished goods inventory was for the year; = 59,000 * 4 = $ 236,000 Problem # 2 Page 47 Beginning work-in-process $ 5,000 Ending work-in-process $ 6,200 Direct material cost $ 8,900 Direct Labor cost $ 10,000 Factory overhead $ 15,000 Beginning finished goods inventory $ 12,000 Ending finished goods inventory $ 22,000 Sales $ 37,500 Selling and general expenses $ 17,000 a- Cost of goods manufactured = Cost of production + [Difference between Beginning & Ending work-in-process] = [Direct Material Cost + Direct Labor Cost + Factory Overhead Cost]+ [(1,200)] = 8,900 + 10,000 + 15,000 + [( 1,200)] $ 22,700 b- Cost of goods sold = Cost of goods manufactured + [Difference between Beginning & Ending finished goods inventory] = 22,700 + 10,000 = $ 32,700 Problem # 4 Page 48 Sales $ 945,000 Beginning work-in-process $ 75,000 Ending work-in-process $ 60,000 Beginning finished goods inventory $ 35,000 Ending finished goods inventory $ 54,000 Direct material cost $ 176,000 Direct Labor cost $ 250,000 Factory overhead $ 237,500 Selling Expenses $ 55,000 General and admin. expenses $ 117,000 a- Cost of goods manufactured Cost of production + [Difference between Beginning & Ending work-in-process] = [Direct Material Cost + Direct Labor Cost + Factory Overhead Cost]+ [15,000] = 176,000 + 250,000 + 237,500 + [15,000] = $ 678,500 b- Cost of goods sold = Cost of goods manufactured + [Difference between Beginning & Ending finished goods inventory] = 678,500 + [(19,000)] = $ 659,500 c- Net Income or Loss = Sales – Cost of goods sold – Selling expenses – General an d admin. expenses = 945,000 – 659,500 – 55,000 – 117,000 = $ 113,500 Net Income